National Latino Leadership Project: Identity, Leadership, and Advocacy of Latina/o School Principals

• In Event: 42.070 - Defining Latino Educational Leadership: Guiding the Field to Serve Latino Communities and Prepare Latinx Leaders

Abstract

The National Latino Leadership Project (NLLP) is an effort that is focused on learning about the contributions that Latina/o school leaders are making to PK-12 public school system. More specifically, the NLLP is interested in finding answers to questions such as: As more Latino PK-12 educators make their way to the leadership ranks in America’s public schools, how will researchers document their contributions to the American public education system? Additionally, How can we begin to understand the complexity of the PK-12 Latino school principal and assistant principal? Acknowledging Latina/o experiences as legitimate and valuable, the NLLP hopes to place the experiences of Latina/o school leaders to the forefront of leadership research and bring validation to the knowledge Latino school leaders generate. The NLLP authors believe that Latina/o school leaders could add to our understanding of the relationship between ethnicity, educational experiences, and future success. A study of Latina/o leaders that examines leadership experiences, the relationship between leadership and identity, and career aspiration offers important dimensions for the field of educational leadership.
The study (Panel Participant 1) highlighted as an example reflecting the efforts taking shape by the National Latino Leadership Project for this symposium sought to further define and inform about the influence of Latina/o principals in schools as an alternative to traditional forms of leadership. The principals’ Latina/o identity, their leadership styles, and advocacy toward the improvement of student achievement were examined. This research focused on three questions: (a) How did Latina/o principals describe their schooling experiences?; (b) To what extent their racial/ethnic background created barriers or helped Latina/o leaders in their work as school administrators?; and (c) What were the biggest challenges and successes in their current work as Latina/o school leaders? The findings indicate that Latinas/os connected their schooling experiences to those of their school’s students. These experiences shaped their identity, leadership, and advocacy towards students.

Authors

• Elizabeth T. Murakami, University of North Texas

• Frank Hernandez, The Univeristy of Texas

• Monica Byrne-Jimenez, Indiana University - Bloomington

• Sylvia Mendez-Morse, Texas Tech University